An English as a second language composition teacher discusses how a simulation motivated her students to perform successfully in oral presentations, debates, and composition writing. Students researched the simulation topic on the Internet even though they were not required to do so. The author suggests that many of the students had both extrinsic and intrinsic motivation.
Burns, A. C.
, & Gentry, J. W. (1998). Motivating students to engage in experiential learning: A tension-tolearn theory. Simulation & Gaming, 29(2), 133-151.
2.
Dordick, M.
(1997). A computerized simulation for ESL composition students: Building a house. Simulation & Gaming, 28(1), 98-106.
3.
Halleck, G. B.
, Moder, C. L., & Damron, R. (2002). Integrating a conference simulation into an ESL class. Simulation & Gaming, 33(3), 330-344.
4.
Kamimura, Y.
(2002). The power of experience. Simulation & Gaming, 33(4), 477-480.
5.
Saliés, T. G.
(2002). Simulation/gaming in the EAP writing class: Benefits and drawbacks. Simulation & Gaming, 33(3), 316-329.
6.
Tomlinson, B.
,& Masuhara, H. (2000). Using simulations on materials development courses. Simulation& Gaming, 31(2), 152-168.
7.
WHALING: TRADITION OR MURDER?Kamimura, Y.
,& Tjie, C. (2002). Simulation& Gaming, 33(4), 512-521.
